Content Guidelines/Standards Matrix Sample

Application Attachment 4
Content Guidelines/Standards Matrix Sample
College University
SPRING ARBOR UNIVERSITY
Source of Guidelines/Standards
http://www.michigan.gov/mde/1,1607,7140-5234_5683_6368-24835--,00.html
Code
Program/Subject Area
ZA
EARLY CHILDHOOD
DIRECTIONS: List required courses on matrix and provide additional narrative to explain how standards are met. If electives are
included, they should be clearly indicated. The size of the cells may be adjusted, as needed.
Standards for the Preparation of Teachers of Early Childhood Education (ZA)
Section 6-1
Standards for the Preparation of Teachers of
Early Childhood Education (ZA)
Content Guidelines/Standards Matrix
College/University
Program/Subject Area
Early Childhood Education
Source of Guidelines/Standards
Code
ZA
Michigan State Board of Education, September 2008
Members of the Early Childhood Education Standards Committee recommend the following new requirements for the Early
Childhood Education endorsement:






The Early Childhood Education major or minor may be utilized to complete an elementary certification program through
option 2 of the elementary certificate standards.
Completion of an Early Childhood Education major must include a minimum of 30 semester credit hours.
Completion of an Early Childhood Education minor must be at least 20 semester credit hours.
In order to keep a focus on highly qualified elementary teachers, the following core content specialty areas must be
evident in the program (Reading, Language Arts, Mathematics, Integrated Science, World Languages, Social Studies, and
Fine Arts).
The Early Childhood Education endorsement may be added to a secondary certificate only in combination with a special
education endorsement to allow for employment in an early childhood developmentally delayed placement.
To add an Early Childhood Education endorsement to an existing elementary certificate, the program must be at least 26
semester credit hours with 14 of those semester credit hours addressing learning related to birth through age 8 children.
DIRECTIONS: List required courses on matrix and provide additional narrative to explain how standards are met.
electives are included, they should be clearly indicated. Adjust size of cells as needed.
PROFICIENCY LEVEL RATINGS
A – AWARENESS:
Possesses general knowledge of (exposure)
B – BASIC UNDERSTANDING:
Ability to comprehend and apply (use)
C – COMPREHENSIVE UNDERSTANDING:
A high level of understanding, application, and reflecting (proficient)
Section 6-2
If
NO#
Guideline/Standard
Level of
Proficiency
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
Section 6-3
NO#
1.0
Guideline/Standard
Promoting Child Development
and Learning
Candidates use their
understanding of young
children’s typical and atypical
developing characteristics and
needs, and of multiple
interacting influences on
children’s development and
learning, to create environments
that are healthy, respectful,
responsive, supportive, and
challenging for all children and in
alignment with the State Board
of Education’s Universal
Education Vision and Principles.
The preparation program
provides candidates with a
variety of opportunities to
demonstrate:
Level of
Proficiency
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
ECE 265 ECE SOCIAL FOUNDATIONS IN THE MAJOR & MINOR
Candidates explore the various influences on young children’s typical
and atypical development through identifying the influence of multiple
factors such as the effects of immediate and extended family,
community, school, culture and media on their social roles and
development of self-concept. These include students whose
environment is influenced by special needs, developmental delays,
and primary language other than English (ELL). Candidates study the
effective of negative social factors such as abuse, neglect, media,
socio-economics, etc.
ASSIGNMENTS & ASSESSMENT
 A 10 page final paper analyzing the student’s own social
encounters growing up & the influence on their adult lives
 Presentation highlighting various developmental influences on
child development
 Family ECO-map
 Diversity Questionnaire
 Journal Reports
 Quizzes
ECE 266 ECE GROWTH & DEVELOPMENT IN THE MAJOR &
MINOR
The prenatal stages of human development through age 8 are the
focus of this course. Students will study normal development of the
physical, cognitive, emotional and social domains of young children in
the contexts of home and group settings. Field experience: 2 hours
weekly.
ASSIGNMENTS & ASSESSMENT
 2 hour field experience weekly
 weekly activities interaction with children
 presentations on developmental topics
 journal reports
 on-line discussion
 quizzes
Section
6-4
NO#
1.1
Guideline/Standard
Level of
Proficiency
Knowledge and understanding
of young children’s
characteristics and needs,
including multiple interrelated
areas of child development and
learning (including physical,
cognitive, social, emotional,
language, aesthetic domains,
play), learning processes, and
motivation to learn;
C
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
EDU 266 EC GROWTH & DEVELOPMENT IN THE MAJOR &
MINOR
Through various activities and assignments and by interacting with
children in their home environment and ECE setting, students explore
young children’s physical development identifying typical growth
patterns in every domain. Candidates explore how young children
respond to various stimuli, strategies that enhance or deter “normal”
growth and development, and the effects of positive interactions on
learning.
ASSIGNMENTS & ASSESSMENT
 2 hour field experience weekly
 weekly activities interaction with children
 presentations on developmental topics
 journal reports
 on-line discussion
 quizzes
ECE /PED 361 MOTOR DEVELOPMENT IN THE MAJOR ONLY
Candidates study the stages of motor development through
observation and analysis in laboratory setting. Activities include
exploration of developmentally appropriate instructional activities for
skill learning in early childhood and adolescence.
ASSIGNMENTS & ASSESSMENT
 Quizzes
 Labs
 Journals
 Teaching 3 Motor Skills
 Teaching Sport-related Skill
 Final Exam
Section 6-5
NO#
1.2
Guideline/Standard
Level of
Proficiency
Knowledge and understanding
of the multiple influences on
development and learning,
(i.e., cultural and linguistic
context, economic conditions
of families, health status and
disabilities, learning styles,
peer and adult relationships;
children’s individual
developmental and gender
variations, and learning
styles, opportunities to play
and learn; family and
community characteristics;
the influence and impact of
technology and the media);
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
ECE 265 ECE SOCIAL FOUNDATIONS BOTH MAJOR AND MINOR
Candidates explore the various influences on young children’s typical
and atypical development through identifying the influence of multiple
factors such as the effects of immediate and extended family,
community, school, culture and media on their social roles and
development of self-concept. These include students whose
environment is influenced by special needs, developmental delays,
and primary language other than English (ELL). Candidates study the
effective of negative social factors such as abuse, neglect, media,
socio-economics, etc.
ASSIGNMENTS & ASSESSMENT
 A 10 page final paper analyzing the student’s own social
encounters growing up & the influence on their adult lives
 Presentation highlighting various developmental influences on
child development
 Family ECO-map
 Diversity Questionnaire
 Journal Reports
 Quizzes
C
ECE 360 ASSESSING SOFTWARE
Students will identify and analyze the usefulness of various
technologies and how they affect young children. Through
investigation and interaction with various technologies students will
learn how to use children’s software, promote children’s inquiry, and
connect and integrate a variety of software and technologies to
children’s learning.
ASSIGNMENTS & ASSESSMENT
 Identify a variety of children’s software and analyze for
usefulness
 Create strategies and practices for utilizing technology in the
ECE classroom
 Demonstrate ability to create instructional materials that
facilitate teaching and learning process
 Through observations identify how children learn with
computers
Section
6-6
NO#
Guideline/Standard
Level of
Proficiency
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
ECE /PED 361 MOTOR DEVELOPMENT IN THE MAJOR ONLY
Candidates study significant milestones of development and describe
and define characteristics at various stages. The students analyze
motor skills at the various stages and how these are impacted by the
child’s individual culture, gender, and mediating heath factors.
ASSIGNMENTS & ASSESSMENT
 Quizzes
 Labs
 Journals
 Teaching 3 Motor Skills
 Teaching Sport-related Skill
 Final Exam
ECE 368 YOUNG CHILDREN WITH SPECIAL NEEDS
Students will become familiar with the characteristics of young
children (birth to eight years) displaying special needs and with
techniques for nurturing their development and interacting with
parents. This course will include practice in observation and
interaction, introduction to initial screening procedures and service
provisions, planning and implementation of appropriate activities. Off
campus site visits required.
ASSIGNMENTS & ASSESSMENT
 Child Case study
 Learning adaptations
 Home parent Intervention plan
 Presentations
 Journal Reports
 Developmental observations
 Children’s book review
Section 6-7
NO#
1.3
Guideline/Standard
Level of
Proficiency
Use of developmental
knowledge to create healthy,
respectful, supportive, and
challenging learning
environments through such
areas as curriculum,
interactions, teaching
practices, technology, and
learning materials;
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
ECE 360 ASSESSING SOFTWARE
Through investigation and interaction with children, candidates will
learn how to use appropriate technology, software, and media to
promote inquiry, and connect and integrate a variety of materials and
strategies to stimulate and enhance early learning.
ASSIGNMENTS & ASSESSMENT
 Identify a variety of children’s software and analyze for
usefulness
 Create strategies and practices for utilizing technology in the
ECE classroom
 Demonstrate ability to create instructional materials that
facilitate teaching and learning process
 Through observations identify how children learn with
computers
C
ECE /PED 361 MOTOR DEVELOPMENT IN THE MAJOR ONLY
Candidates describe the way information is processed and how
memory stores information and how knowledge is acquired.
Candidates will describe and discuss the influence of psycho-social and
cultural factors that play in individual’s motor development.
ASSIGNMENTS & ASSESSMENT
 Quizzes
 Labs
 Journals
 Teaching 3 Motor Skills
 Teaching Sport-related Skill
 Final Exam
Section 6-8
NO#
Guideline/Standard
Level of
Proficiency
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
ECE 365 CURRICULUM AND METHODS
As candidates develop an understanding of child
development and knowledge acquisition, they learn to apply
this knowledge to create developmentally appropriate
learning environments, stimulating curriculum, researchbased teaching and learning strategies and how to create
and use materials that support and promote learning.
ASSIGNMENTS & ASSESSMENT
 25 hours field experience
 Thematic unit
 Lesson plans
 Center Assessment
 Reading Assessment
 Teacher made products
 Transition planning
 Pattern Book
 Micro teaching
Section 6-9
NO#
1.4
Guideline/Standard
Level of
Proficiency
Knowledge and skills to
promote young children’s
physical and psychological
health, safety, and sense of
security including specifics
about child abuse and
neglect;
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
ECE 265 ECE SOCIAL FOUNDATIONS BOTH MAJOR AND MINOR
C
Candidates study the negative effects of social factors such as abuse,
neglect, inappropriate use of media, socio-economics, etc. They are
informed of their role and responsibility as mandated reporters. The
candidates explore Bandura’s theory of social influence on healthy
development and the consequences and outcomes of inappropriate
social interactions.
ASSIGNMENTS & ASSESSMENT
 A 10 page final paper analyzing the student’s own social
encounters growing up & the influence on their adult lives
 Presentation highlighting various developmental influences on
child development
 Family ECO-map
 Diversity Questionnaire
 Journal Reports
 Quizzes
EDU 266 EC GROWTH & DEVELOPMENT IN THE MAJOR &
MINOR
Candidates explore how young children respond to various stimuli and
strategies that enhance or deter “normal” growth and development
and the effects of positive as well as developmentally inappropriate
and/or challenging interactions on the children’s sense of well-being
and development of self.
ASSIGNMENTS & ASSESSMENT
 2 hour field experience weekly
 weekly activities interaction with children
 presentations on developmental topics
 journal reports
 on-line discussion
 quizzes
Section 6-10
NO#
Guideline/Standard
Level of
Proficiency
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
ECE /PED 361 MOTOR DEVELOPMENT IN THE MAJOR ONLY
Candidates will describe and discuss the influence of psycho-social and
cultural factors that play in individual’s motor development how early
interventions influence young children’s physical and psychological
health, safety, and sense of security and how negligence in providing
these interventions severely deter healthy physical, social,
psychological and academic outcomes
ASSIGNMENTS & ASSESSMENT
 Quizzes
 Labs
 Journals
 Teaching 3 Motor Skills
 Teaching Sport-related Skill
 Final Exam
ECE 368 YOUNG CHILDREN WITH SPECIAL NEEDS
Students will become familiar with the characteristics of young
children (birth to eight years) who display special needs and/or
developmental delays and the requirements and interventions
necessary to promote physical and psychological health, safety, and
sense of security for this specific population of young children in the
least restrictive environment.
ASSIGNMENTS & ASSESSMENT
 Child Case study
 Learning adaptations
 Home parent Intervention plan
 Presentations
 Journal Reports
 Developmental observations
Section 6-11
NO#
1.5
Guideline/Standard
Level of
Proficiency
Knowledge and skills to
promote learning
environments that
demonstrate respect for each
child as a feeling, thinking,
self-regulating individual and
also affirm each child’s
culture, home language,
individual abilities or
disabilities, family context,
and community;
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
ECE 360 ASSESSING SOFTWARE
Through investigation and interaction with children, candidates will
learn how to use appropriate technology, software, and media to
promote inquiry, and connect and integrate a variety of materials and
strategies to stimulate and enhance early learning.
ASSIGNMENTS & ASSESSMENT
 Identify a variety of children’s software and analyze for
usefulness
 Create strategies and practices for utilizing technology in the
ECE classroom
 Demonstrate ability to create instructional materials that
facilitate teaching and learning process
 Through observations identify how children learn with
computers
C
ECE /PED 361 MOTOR DEVELOPMENT IN THE MAJOR ONLY
Candidates describe the way information is processed and how
memory stores information and how knowledge is acquired.
Candidates will describe and discuss the influence of psycho-social and
cultural factors that play in individual’s motor development.
ASSIGNMENTS & ASSESSMENT
 Quizzes
 Labs
 Journals
 Teaching 3 Motor Skills
 Teaching Sport-related Skill
 Final Exam
Section 6-12
NO#
Guideline/Standard
Level of
Proficiency
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
ECE 365 CURRICULUM AND METHODS
Through knowledge and skill acquired candidates develop lessons
based on developmentally appropriate practices that demonstrate and
promote learning environments that demonstrate respect for each as
a feeling, thinking, self-regulating individual and affirms each child’s
culture, home language, individual abilities or disabilities, and family
context.
ASSIGNMENTS & ASSESSMENT
 25 hours field experience
 Thematic unit
 Lesson plans
 Center Assessment
 Reading Assessment
 Teacher made products
 Transition planning
 Pattern Book
 Micro teaching
ECE 368 YOUNG CHILDREN WITH SPECIAL NEEDS
Through observations and interactions candidates will become familiar
with learning environments that provide respect for the complex
nature of children with special needs and how to use appropriate
learning environments to develop each child’s sense of value as a
feeling, thinking, self-regulating individual and affirms each child’s
culture, home language, individual abilities or disabilities, family
context, and community as integral components in this development.
ASSIGNMENTS & ASSESSMENT
 Child Case study
 Learning adaptations
 Home parent Intervention plan
 Presentations
 Journal Reports
 Developmental observations
Section 6-13
NO#
1.6
Guideline/Standard
Level of
Proficiency
Knowledge and skills to
create a learning environment
that supports young
children’s ability to learn and
to make meaning from
his/her experiences through;
and
C
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
EDU 266 EC GROWTH & DEVELOPMENT IN THE MAJOR &
MINOR
Candidates explore how young children respond to various stimuli and
strategies that enhance or deter “normal” growth and development
and that the effects of positive interactions on learning must include
play, spontaneous activity, and guided investigations. Learning
stimuli and strategies include study of Mary Ainsworth, open-ended
and unstructured experiences and materials such as clay, blocks,
centers, etc.
ASSIGNMENTS & ASSESSMENT
 2 hour field experience weekly
 weekly activities interaction with children
 presentations on developmental topics
 journal reports
 on-line discussion
 quizzes
ECE 365 CURRICULUM AND METHODS
As candidates develop an understanding of child development and
knowledge acquisition, they learn to apply this knowledge to create
developmentally appropriate learning environments, stimulating
curriculum, research-based teaching and learning strategies and how
to create and use materials that support and promote learning.
ASSIGNMENTS & ASSESSMENT
 25 hours field experience
 Thematic unit
 Lesson plans
 Center Assessment
 Reading Assessment
 Teacher made products
 Transition planning
 Micro teaching
Section 6-14
NO#
1.7
Guideline/Standard
Level of
Proficiency
Application of their knowledge
of theory and research to
construct learning
environments that provide
achievable and challenging
experiences for all children,
including children with special
abilities and children with
disabilities or developmental
delays.
C
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
ECE 365 CURRICULUM AND METHODS
As candidates develop an understanding of child development and
knowledge acquisition, they learn to apply this knowledge to create
developmentally appropriate learning environments, stimulating
curriculum, research-based teaching and learning strategies and how
to create and use materials that support and promote learning
including adapting learning experience to address children with special
abilities and children with disabilities or developmental delays.
ASSIGNMENTS & ASSESSMENT
 25 hours field experience
 Thematic unit
 Lesson plans
 Center Assessment
 Reading Assessment
 Teacher made products
 Transition planning
 Pattern Book
 Micro teaching
ECE 368 YOUNG CHILDREN WITH SPECIAL NEEDS
This course will include practice in observation and interaction,
introduction to initial screening, procedures and service provisions,
planning and implementation of appropriate activities.
ASSIGNMENTS & ASSESSMENT
 Child Case study
 Learning adaptations
 Home parent Intervention plan
 Presentations
 Journal Reports
 Developmental Journal Reports
Section 6-15
NO#
Guideline/Standard
Level of
Proficiency
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
ECE 378 INTERVENTION STRATEGIES FOR CHILDREN WITH
DEVELOPMENTAL DELAYS
During this course the students will study the theories and
implications of formal assessment in early childhood, examine the
procedures for initiating and developing formal reporting assessment
documents such as IEP, IAP, IFSP, and develop the essential
dispositions and skills to develop positive respectful relationships with
children and caregivers when discussing assessment results. An
integral part of the course will include creating and practicing
strategies to remediate diagnosed special needs at the appropriate
age and developmental level, creating an appropriate transition plan
and exploring the role of technology in providing services for students.
ASSIGNMENTS & ASSESSMENT
 Child Resource Plan
 IEP / ISFP Development
 IEP / ISFP Meeting
 Child / Focused Instructional & Behavioral Strategies
Notebook
 Artifact Strategies Notebook for Children
w/Developmental Delays
 Final Exam
Section 6-16
NO#
2.0
Guideline/Standard
Building Family and
Community Relationships
Candidates know about,
understand and value the
importance and complex
characteristics of children’s
families and communities as
reflected in State Board of
Education (SBE) Universal
Education Vision and
Principles. They use this
understanding to create
respectful, reciprocal
relationships that support and
empower families, and to
involve all families in their
children’s development and
learning.
Level of
Proficiency
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
The foundation of all standards for 2.0-2.9 is based in ECE 265
ECE 265 Early Childhood Social Foundations
Provides comprehensive coverage of the complex socialization process
and its effect on the development of children based on interacts
with families, community, and culture. Requires students to
research their development in the light of major concepts presented in
class. Includes family involvement with IEP’s and IFSP’s.
ASSIGNMENTS & ASSESSMENT
 Write a 10 page final paper analyzing the student’s own
social encounters growing up and the influence on their adult
lives
 Presentations highlighting various developmental influences
on child development
 Family Eco-map
 Diversity Questionnaire
 Journal Reports
 Quizzes
The preparation program
provides candidates with a
variety of opportunities to
demonstrate:
Section 6-17
NO#
2.1
Guideline/Standard
Level of
Proficiency
Knowledge about and
understanding of family and
community characteristics
and the critical role both play
in children’s development;
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
As stated in 2.0
ECE 265 Early Childhood Social Foundations
C
ECE 266 EARLY CHILDHOOD GROWTH AND DEVELOPMENT
Students will study normal development of the physical, cognitive,
emotional and social domains of young children in the contexts of
home and group settings. The context of the course is grounded in
the relationship of the family and the interactions and opportunities
provided by community in terms of resources and support provided
and the critical role they play in child development.
ASSIGNMENTS & ASSESSMENT
 2 hour field experience
 Weekly activities/assignments interacting with children
 Presentations on developmental topics
 Journal reports
 Online discussions
 Quizzes
As stated in 2.0
ECE 265 Early Childhood Social Foundations
ECE 365 Curriculum and Methods
The basic curricular areas in preschool and early elementary grades
are covered. The role of the influence of the greater community on
learning and development is emphasized through the integration of
content areas and use of multiple learning strategies, i.e. field trips,
exploring books, special speakers, use of media, family contributions,
cultural exploration, etc.
ASSIGNMENTS & ASSESSMENT
 25 hours field experience
 Thematic unit
 Lesson plans
 Center Assessment
 Teacher made products
 Micro teaching
Section 6-18
NO#
2.2
Guideline/Standard
A variety of communication
strategies that support and
empower families and
communities through
respectful, reciprocal
relationships;
Level of
Proficiency
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
As stated in 2.0
ECE 265 Early Childhood Social Foundations
C
ECE /RDG 340 Emergent Literacy
In this course students will plan and implement appropriate and
materials for young learners at various strategies of reading and
writing development using a wide range of children’s literature,
creative dramatics, poetry, and storytelling. Students will develop and
present a reciprocal home school literacy connection plan for
supporting home literacy development.
ASSIGNMENTS & ASSESSMENT
 Home School Literacy Connection Plan
ECE 416 Early Childhood Policies and Standards
This is a capstone course focusing on policies and regulations specific
to early childhood care and educational settings. An emphasis is place
on The Code of Ethical Conduct and the significance of effective
communication with the child, family, community and other
professionals.
ASSIGNMENTS & ASSESSMENT
 Parent involvement portfolio
 Philosophy of ECE
 Ethical Code of Conduct for Early Childhood professional
analysis
 Journal Article Review
Section 6-19
NO#
2.3
Guideline/Standard
Level of
Proficiency
Strategies that involve
families in children’s
developmental learning;
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
As stated in 2.0
ECE 265 Early Childhood Social Foundations
C
ECE 365 Curriculum and Methods
The basic curricular areas in preschool and early elementary grades
are covered. The role of the parent/care giver as first and primary
teacher is emphasized as well how best to integrate the care giver
and his/her influence in the total curriculum.
ASSIGNMENTS & ASSESSMENT
 25 hours field experience
 Thematic unit
 Lesson plans
 Center Assessment
 Teacher made products
 Micro teaching
ECE 368 Young Children with Special Needs
This course will include practice in observation and interaction, service
provisions, planning and implementation of appropriate activities and
the significance of the role of family in adapting environments and
activities to meet the unique learning needs of children with
disabilities, language differences, and/or developmental delays.
ASSIGNMENTS & ASSESSMENT
 Child Case study
 Learning adaptations
 Home parent Intervention plan
 Developmental observations
 Disability Pamphlet
Section 6-20
NO#
2.4
Guideline/Standard
Level of
Proficiency
An understanding of the
processes in initiating and
developing an Individualized
Family Services Plan (IFSP);
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
As stated in 2.0
ECE 265 Early Childhood Social Foundations
C
ECE 378 Intervention Strategies for Children with
Developmental Delays
During this course the students will study the theories and
implications of formal assessment in early childhood, examine the
procedures for initiating and developing formal reporting assessment
documents such as IEP, IAP, IFSP, and develop the essential
dispositions and skills to develop positive respectful relationships with
children and caregivers when discussing assessment results. An
integral part of the course will include creating and practicing
strategies to remediate diagnosed special needs at the appropriate
age and developmental level, creating an appropriate transition plan
and exploring the role of technology in providing services for students.
Students will participate in an IFSP.
ASSIGNMENTS & ASSESSMENT
 Developmental observations
 Participation in an IFSP
Section 6-21
NO#
2.5
Guideline/Standard
Level of
Proficiency
An understanding of the
processes in initiating and
developing an Individualized
Education Program (IEP),
state and federal policy,
procedures, and laws;
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
As stated in 2.0
ECE 265 Early Childhood Social Foundations
B
ECE 378 Intervention Strategies for Children with
Developmental Delays
During this course the students will study the theories and
implications of formal assessment in early childhood, examine the
procedures for initiating and developing formal reporting assessment
documents such as IEP, IAP, IFSP, and develop the essential
dispositions and skills to develop positive respectful relationships with
children and caregivers when discussing assessment results. An
integral part of the course will include creating and practicing
strategies to remediate diagnosed special needs at the appropriate
age and developmental level, creating an appropriate transition plan
and exploring the role of technology in providing services for students.
Students will participate in an IFSP.
ASSIGNMENTS & ASSESSMENT
 Child Resource Plan
 IEP / ISFP Development
 IEP / ISFP Meeting
 Child / Focused Instructional & Behavioral Strategies
Notebook
 Artifact Strategies Notebook for Children
w/Developmental Delays
Section 6-22
NO#
2.6
Guideline/Standard
Strategies for clarifying and
communicating sensitive
issues with appropriate
parties including but not
limited to child abuse,
neglect, hygiene, and
nutrition;
Level of
Proficiency
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
As stated in 2.0
ECE 265 Early Childhood Social Foundations
B
ECE 416 Early Childhood Policies and Standards
This is a capstone course focusing on policies and regulations specific
to early childhood care and educational settings. An emphasis is
place on The Code of Ethical Conduct and the significance of effective
communication with the child, family, community and other
professionals.
ASSIGNMENTS & ASSESSMENT
 Parent involvement portfolio
 Philosophy of ECE
 Ethical Code of Conduct for Early Childhood professional
analysis
Section 6-23
NO#
2.7
Guideline/Standard
Level of
Proficiency
Knowledge and understanding
of community assets and
resources including
collaborative community
services. The ability to
actively assist families in
seeking those resources;
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
As stated in 2.0
ECE 265 Early Childhood Social Foundations
B
ECE 378 Intervention Strategies for Children with
Developmental Delays
During this course the students will study the implications of formal
assessment in early childhood, examine the procedures for initiating
and developing formal reporting assessment documents such as IEP,
IAP, IFSP, and develop the essential dispositions and skills to develop
positive respectful relationships with children, caregivers, and
community service providers. An integral part of the course will
include locating and initiating communication with strategic
community resources to support the child and family.
ASSIGNMENTS & ASSESSMENT
 Child Resource Plan
 IEP / ISFP Development
 IEP / ISFP Meeting
 Child / Focused Instructional & Behavioral Strategies
Notebook
 Artifact Strategies Notebook for Children
w/Developmental Delays
ECE 416 Early Childhood Policies and Standards
This is a capstone course focusing on policies and regulations specific
to early childhood care and educational settings. An emphasis is place
on The Code of Ethical Conduct and the significance of effective
communication with the child, family, community and other
professionals.
ASSIGNMENTS & ASSESSMENT
 Parent involvement portfolio
 Philosophy of ECE
 Ethical Code of Conduct for Early Childhood professional
analysis
Journal Article Review
Section 6-24
NO#
2.8
Guideline/Standard
Level of
Proficiency
Knowledge of signs of
emotional distress, child
abuse and neglect in young
children, and follows
appropriate procedures to
report suspected abuse and
neglect to authorities; and
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
As stated in 2.0
ECE 265 Early Childhood Social Foundations
ECE 368 Young Children with Special Needs
This course will include practice in observation and awareness of
behaviors signaling signs of abuse and/or neglect and recognizing how
indicators of abuse and neglect differ from indicators of special needs
diagnoses. Care is taken to inform students of the heightened
stressors related to daily care and responsibilities required for children
with extraordinary needs with emphasis on being non-judgmental.
ASSIGNMENTS & ASSESSMENT
 Child Case study
 Developmental observations
C
ECE 416 Early Childhood Policies and Standards
This is a capstone course focusing on policies and regulations specific
to early childhood care and educational settings. An emphasis is
place on The Code of Ethical Conduct and the significance of effective
communication with the child, family, community and other
professionals. Obligation for mandated reporting is emphasized.
ASSIGNMENTS & ASSESSMENT
 Parent involvement portfolio
 Philosophy of ECE
 Ethical Code of Conduct for Early Childhood professional
analysis
 Pamphlet on Effects of Abuse and Neglect on the young
child.
Section 6-25
NO#
2.9
Guideline/Standard
Level of
Proficiency
Knowledge of the teacher’s
role in transitioning, including
the creation of a required
transition plan for children
with disabilities.
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
As stated in 2.0
ECE 265 Early Childhood Social Foundations
C
ECE 368 Young Children with Special Needs
Students will become familiar with the characteristics of young
children (birth to eight years) displaying special needs and with
techniques for nurturing their development and interacting with
parents. This course will include practice in observation and
interaction, introduction to initial screening procedures and service
provisions, planning and implementation of appropriate activities.
Based on the awareness of growth and development and the effect of
disabilities and developmental delay, students will be introduced to
the concept of transition planning.
ASSIGNMENTS & ASSESSMENT
 Child Case study
 Learning adaptations
 Developmental observations
ECE 378 Intervention Strategies for Children with
Developmental Delays
An integral part of this course will include creating and practicing
strategies to remediate diagnosed special needs at the appropriate
age and developmental level, creating an appropriate transition
plan and exploring the role of technology in providing services for
students.
ASSIGNMENTS & ASSESSMENT
 Create a transition plan
Section 6-26
NO#
3.0
Guideline/Standard
Observing, Documenting,
and Assessing to Support
Young Children and
Families
Candidates know about and
understand the goals,
benefits, use and misuse of
assessment. They know
about and use systematic
observations, documentation,
and other effective
assessment strategies in a
responsible way, in
partnership with families and
other professionals, to
positively influence children’s
development and learning.
Level of
Proficiency
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
All Elementary and ECE students are required to take the following
course that emphasizes reading assessment and data driven decisionmaking in reference to reading instruction.
EDU 424 Elementary and Middle School Reading Problems
This course helps the classroom teacher diagnose and remediate and
reading problems in the five areas of reading: Phonemic awareness,
phonics, fluency, vocabulary and comprehension. Students will
explore reasons for reading difficulties and remediation strategies for
each area. MLPP certification is available through the assignments of
this course.
The preparation program
provides candidates with a
variety of opportunities to
demonstrate:
Section 6-27
NO#
3.1
Guideline/Standard
Level of
Proficiency
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
C
ECE 320 Assessment, Guidance and Discipline in ECE
This course provides an in-depth look at contemporary theories and
research-based best practices in assessment and guidance of young
children. The course will focus on effective guidance of young children,
ages 2 ½ through 8 years as individuals and within group settings
based on appropriate assessment practice. Through these experiences
the practitioner will develop appropriate disciplinary strategies and
practices to guide the child in developing acceptable and appropriate
self-directed behavior.
ASSIGNMENTS & ASSESSMENT
 Field experience
 Case study
 Written behavioral analysis based on variety of assessment
procedures
 Online assignments
Knowledge and use of
assessment including an
understanding of the goals,
benefits, and uses a
systematic approach for
connecting assessment to
planning, implementing, and
evaluating effective
curriculum;
ECE 368 Young Children with Special Needs
Students will become familiar with the characteristics of young
children (birth to eight years) displaying special needs and with
techniques for nurturing their development and interacting with
parents. This course will include practice in observation and
interaction, introduction to initial screening procedures and service
provisions, planning and implementation of appropriate activities. Off
campus site visits required
ASSIGNMENTS & ASSESSMENT
 Child Case study
 Learning adaptations
 Home parent Intervention plan
 Developmental observations
Section 6-28
NO#
3.2
Guideline/Standard
Knowledge about and use of
ongoing systematic
observation, documentation,
screening tools and play
based assessment, and other
appropriate formative and
summative assessment tools,
and approaches embedded in
assessment related activities
in curriculum and daily
routines;
Level of
Proficiency
C
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
ECE 365 Curriculum and Methods
For teaching in a preschool or early elementary program. The basic
curricular areas in preschool and early elementary grades are covered.
Emphasis on methods and techniques including art, play, and the
learning environment. Linking lessons to appropriate ECE
standards, building objectives and assessments based on those
standards.
ASSIGNMENTS & ASSESSMENT
 Thematic unit
 Lesson plans
 Center Assessment
 Reading Assessment
 Micro teaching
ECE 320 Assessment, Guidance and Discipline in ECE
This course provides an in-depth look at contemporary theories and
research-based best practices in assessment and guidance of young
children. The course will focus on effective guidance of young children,
ages 2 ½ through 8 years as individuals and within group settings
based on appropriate assessment practice. Through these experiences
the practitioner will develop appropriate disciplinary strategies and
practices to guide the child in developing acceptable and appropriate
self-directed behavior.
ASSIGNMENTS & ASSESSMENT
 Field experience
 Case study
 Written behavioral analysis based on variety of assessment
procedures
 Online assignments
Section 6-29
NO#
Guideline/Standard
Level of
Proficiency
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
ECE /RDG 340 Emergent Literacy
This course will include instruction and understanding of knowledge
about and use of ongoing systematic observation, documentation,
screening tools and play-based assessment, and other appropriate
formative and summative assessment tools, and approaches
embedded in assessment related activities in curriculum and daily
routines.
ASSIGNMENTS & ASSESSMENT
 Home School Literacy Assessment Plan
Section 6-30
NO#
3.3
Guideline/Standard
Level of
Proficiency
Use of skills in conducting
systematic observations,
interpreting those
observations, and reflecting
on their significance in
combination with other data
for instructional decisionmaking;
B
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
ECE 320 Assessment, Guidance and Discipline in ECE
This course provides an in-depth look at contemporary theories and
research-based best practices in assessment and guidance of young
children. The course will focus on effective guidance of young children,
ages 2 ½ through 8 years as individuals and within group settings
based on appropriate assessment practice. Through these experiences
the practitioner will develop appropriate disciplinary strategies and
practices to guide the child in developing acceptable and appropriate
self-directed behavior.
ASSIGNMENTS & ASSESSMENT
 Field experience
 Case study
 Written behavioral analysis based on variety of assessment
procedures
 Online assignments
ECE 266 Early Childhood Growth and Development
The prenatal stages of human development through age eight are the
focus of the course. Students will study normal development of the
physical, cognitive, emotional and social domains of young children in
the contexts of home and group settings. Students are required to
conduct a formal observation (i.e. child observation checklist) and do
an analysis of the findings to determine usefulness of gathering and
using data in child study.
ASSIGNMENTS & ASSESSMENT
 2 hour weekly field experience
 Child observation and analysis
Section 6-31
NO#
Guideline/Standard
Level of
Proficiency
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
ECE 368 Young Children with Special Needs
This course will include practice in observation and interaction,
introduction to initial screening procedures and service provisions,
planning and implementation of appropriate activities.
ASSIGNMENTS & ASSESSMENT



Child Case study
Developmental observations
Quality Classroom Assessment
Section 6-32
NO#
3.4
Guideline/Standard
Level of
Proficiency
Knowledge about and use of
responsible assessment
practices including
administering assessment
tools, adapting assessment
tools for specific disabilities
and needs (i.e. sensory motor
disabilities, generation of
reports, communication of
results, and data driven
decision making for alignment
and adjustment of instruction
and curriculum);
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
ECE 320 Assessment, Guidance and Discipline in ECE
This course provides an in-depth look at contemporary theories and
research-based best practices in assessment and guidance of young
children. The course will focus on effective guidance of young children,
ages 2 ½ through 8 years as individuals and within group settings
based on appropriate assessment practice. Through these experiences
the practitioner will develop appropriate disciplinary strategies and
practices to guide the child in developing acceptable and appropriate
self-directed behavior.
ASSIGNMENTS & ASSESSMENT




B
Field experience
Case study
Written behavioral analysis based on variety of assessment procedures
Online assignments
ECE 360 ASSESSING SOFTWARE
Through investigation and interaction with children, candidates will
learn how to use appropriate technology, software, and media to
promote inquiry, and connect and integrate a variety of materials and
strategies to stimulate and enhance early learning.
ASSIGNMENTS & ASSESSMENT
 Identify a variety of children’s software and analyze for
usefulness
 Create strategies and practices for utilizing technology in the
ECE classroom
 Demonstrate ability to create instructional materials that
facilitate teaching and learning process
 Through observations identify how children learn with
computers
Section 6-33
NO#
Guideline/Standard
Level of
Proficiency
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
ECE 365 Curriculum and Methods
For teaching in a preschool or early elementary program. The basic
curricular areas in preschool and early elementary grades are covered.
Emphasis on methods and techniques including art, play, and the
learning environment. Linking lessons to appropriate ECE
standards, building objectives and assessments based on those
standards and use of assessment and data to guide curriculum
planning and development.
ASSIGNMENTS & ASSESSMENT
 Thematic unit
 Lesson plans
 Lesson Adaptations
 Center Assessment
 Reading Assessment
 Micro teaching
ECE 368 Young Children with Special Needs
This course will include practice in observation and interaction,
introduction to initial screening procedures and service
provisions, planning and implementation of appropriate
activities
ASSIGNMENTS & ASSESSMENT
 Child Case study
 Developmental observations
 Quality Classroom Assessment
Section 6-34
NO#
3.5
Guideline/Standard
Knowledge about positive
assessment partnerships with
families and other
professionals. Candidates
articulate the value,
appropriate use, and potential
misuse of screening and
referral practices. They are
able to demonstrate
appropriate use of
assessment and other
supporting documentation for
student instruction;
Level of
Proficiency
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
ECE 320 Assessment, Guidance and Discipline in ECE
This course provides an in-depth look at contemporary theories and
research-based best practices in assessment and guidance of young
children. The course will focus on effective guidance of young children,
ages 2 ½ through 8 years as individuals and within group settings
based on appropriate assessment practice. Through these experiences
the practitioner will develop appropriate disciplinary strategies and
practices to guide the child in developing acceptable and appropriate
self-directed behavior.
ASSIGNMENTS & ASSESSMENT
B




Field experience
Case study
Written behavioral analysis based on variety of assessment procedures
Online assignments
ECE 265 Early Childhood Social Foundations
Provides comprehensive coverage of the complex socialization process
and its effect on the development of children based on interacts
with families, community, and culture. Requires students to
research their development in the light of major concepts presented in
class. Includes family involvement with IEP’s and IFSP’s
Section 6-35
NO#
Guideline/Standard
Level of
Proficiency
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
ASSIGNMENTS & ASSESSMENT




Write a 10 page final paper analyzing the student’s own social
encounters growing up and the influence on their adult lives
Presentations highlighting various developmental influences on child
development
Family Eco-map
Diversity Questionnaire
ECE 266 Early Childhood Growth and Development
Students will study normal development of the physical, cognitive, emotional and
social domains of young children in the contexts of home and group settings.
Students will discuss the value of appropriate assessment practices and the
detrimental effect of inappropriate use and misuse of assessment data. i.e.
observations, checklists, documentation, conversations with families and/or
caregivers, other stakeholders.
ASSIGNMENTS & ASSESSMENT


2 hour weekly field experience
Weekly activities/assignments interacting with children with
documentation
Section 6-36
NO#
3.6
Guideline/Standard
Level of
Proficiency
Knowledge and skills for
integrating technology,
inclusive of adaptive and
assistive devices for children
with disabilities, into
assessment and instructional
practices; and
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
ECE 320 Assessment, Guidance and Discipline in ECE
This course provides an in-depth look at contemporary theories and
research-based best practices in assessment and guidance of young
children. The course will focus on effective guidance of young children,
ages 2 ½ through 8 years as individuals and within group settings
based on appropriate assessment practice. Through these experiences
the practitioner will develop appropriate disciplinary strategies and
practices to guide the child in developing acceptable and appropriate
self-directed behavior.
ASSIGNMENTS & ASSESSMENT
 Case study
 Family involvement with IEP’s and IFSP’s
 Written behavioral analysis based on variety of assessment
procedures
B
ECE 360 ASSESSING SOFTWARE
Students will identify and analyze the usefulness of various
technologies and how they affect young children. Through
investigation and interaction with various technologies students will
learn how to use children’s software, promote children’s inquiry, and
connect and integrate a variety of software and technologies to
children’s learning including children with disabilities and first
language other than English.
ASSIGNMENTS & ASSESSMENT
 Identify a variety of children’s software and analyze for
usefulness
 Create strategies and practices for utilizing technology in the
ECE classroom
 Demonstrate ability to create instructional materials that
facilitate teaching and learning process
 Through observations identify how children learn with
computers
Section 6-37
NO#
Guideline/Standard
Level of
Proficiency
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
ECE 368 Young Children with Special Needs
Students will become familiar with the characteristics of young
children (birth to eight years) displaying special needs and with
techniques for nurturing their development and interacting with
parents. This course will include practice in observation and
interaction, introduction to initial screening procedures and service
provisions, planning and implementation of appropriate activities.
ASSIGNMENTS & ASSESSMENT
 Child Case study
 Website Resources Analysis
 Learning adaptations
 Critical Issue Presentation…Assistive Technology
ECE 378 Intervention Strategies for Children with
Developmental Delays
During this course the students will study the theories and
implications of formal assessment in early childhood, examine the
procedures for initiating and developing formal reporting assessment
documents such as IEP, IAP, IFSP, and develop the essential
dispositions and skills to develop positive respectful relationships with
children and caregivers when discussing assessment results. An
integral part of the course will include creating and practicing
strategies to remediate diagnosed special needs at the appropriate
age and developmental level, creating an appropriate transition plan
and exploring the role of technology in providing services for
students.
ASSIGNMENTS & ASSESSMENT
 Child Resource Plan
 Child-focused Instructional and Behavioral Strategies
Notebook w/ Technology resources
Section 6-38
NO#
3.7
Guideline/Standard
Level of
Proficiency
Knowledge of the teacher’s
role as a participant and an
advocate during the
development and use of an
IFSP and IEP.
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
ECE 320 Assessment, Guidance and Discipline in ECE
This course provides an in-depth look at contemporary theories and
research-based best practices in assessment and guidance of young
children. The course will focus on effective guidance of young children,
ages 2 ½ through 8 years as individuals and within group settings
based on appropriate assessment practice. Through these experiences
the practitioner will develop appropriate disciplinary strategies and
practices to guide the child in developing acceptable and appropriate
self-directed behavior.
ASSIGNMENTS & ASSESSMENT




B
Field experience
Case study
Written behavioral analysis based on variety of assessment procedures
Online assignment
ECE 265 Early Childhood Social Foundations
Provides comprehensive coverage of the complex socialization process
and its effect on the development of children based on interacts
with families, community, and culture. Requires students to
research their development in the light of major concepts presented in
class. Includes family involvement with IEP’s and IFSP’s.
ASSIGNMENTS & ASSESSMENT
 Write a 10 page final paper analyzing the student’s own
social encounters growing up and the influence on their adult
lives
 Presentations highlighting various developmental influences
on child development
 Journal Reports
Section 6-39
NO#
Guideline/Standard
Level of
Proficiency
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
ECE 368 Young Children with Special Needs
Students will become familiar with the characteristics of young
children (birth to eight years) displaying special needs and with
techniques for nurturing their development and interacting with
parents. This course will include practice in observation and
interaction, introduction to initial screening procedures and service
provisions, planning and implementation of appropriate activities
includes introduction to IEP and IFSP development.
ASSIGNMENTS & ASSESSMENT
 Child Case study
 Learning adaptations
 Home Parent Intervention plan
 Developmental observations
ECE 378 Intervention Strategies for Children with
Developmental Delays
During this course the students will examine the procedures for
initiating and developing formal reporting assessment documents such
as IEP, IAP, IFSP, and develop the essential dispositions and skills to
develop positive respectful relationships with children and caregivers
when discussing assessment results. An integral part of the course will
include creating and practicing strategies to remediate diagnosed
special needs at the appropriate age and developmental level, creating
an appropriate transition plan and exploring the role of technology in
providing services for students.
ASSIGNMENTS & ASSESSMENT
 Create, implement, and participate in an IEP and IFSP
Section 6-40
NO#
4.0
Guideline/Standard
Level of
Proficiency
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
Teaching and Learning
Candidates integrate their
understanding of and
relationships with children
and families; their
understanding of
developmentally effective
approaches to teaching and
learning; and their knowledge
of academic disciplines to
design, implement, and
evaluate experiences that
promote positive behavioral
supports and technologies
which promote appropriate
development and learning for
all children.
In all ECE courses the approach to instruction is that all ECE
environments are designed to instruct teacher candidates
The preparation program
provides candidates with a
variety of opportunities to
demonstrate:
Section 6-41
NO#
4.1
Guideline/Standard
Level of
Proficiency
Use of individual and group
guidance and problem solving
techniques to develop positive
and supportive relationships
with children; to encourage
and teach positive social skills
and interaction among
children; to promote positive
strategies of conflict
resolution; and to develop
personal self-control, selfmotivation, and self-esteem;
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
ECE 265 Early Childhood Social Foundations
Provides comprehensive coverage of the complex socialization process
and its effect on the development of children based on interactions
with families, community, and culture. This course is an in-depth look
into all factors that effect the socialization process (family, school,
media, community, culture) and the effect on development of the
child’s self-esteem.
ASSIGNMENTS & ASSESSMENT
Comprehensive Paper: Analysis of Student’s own Social
Encounters and the influence on their sense of self.
C
ECE 320 Assessment, Guidance and Discipline in ECE (A/B/C)
The focus of this course is assessing young children’s development
and the use of appropriate assessment practices in the ECE
environment. Students will examine best practice in assessment and
guidance of young children (infants, toddlers, preschool through grade
3) through in-depth research of contemporary theory and
methodology. Through a systematic observation experience, students
will determine the most appropriate method to guide children’s
behavior. As a result, the practitioner will develop strategies and
practices to guide young children in developing acceptable and
appropriate self-directed behavior as individuals and in group settings.
ASSIGNMENTS & ASSESSMENT
Observations and interviews
Field experience
Case study
Research-based Presentation
Written behavioral analysis
Online discussion
Quizzes
Section 6-42
NO#
4.2
Guideline/Standard
Level of
Proficiency
An ability to model and affirm
anti-bias perspectives
regarding development and
learning;
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
ECE 265 Early Childhood Social Foundations
Students will provide an analysis from data collected on a diversity
questionnaire, the objective of which is to examine appropriate
methods to create an anti-biased and supportive learning environment
for all children
ASSIGNMENTS & ASSESSMENT
Diversity Questionnaire and Analysis
C
ECE 266 Early Childhood Growth and Development
The focus of this class is on research theory of child development,
growth and learning and through the study of effective theory and
practice students develop an understanding and perspective that the
purpose of an effective ECE learning environment is supportive and
addresses every child with highest potential and expectations.
ASSIGNMENTS & ASSESSMENT
Weekly Child Development Activities focusing on various
aspects of learning theory and how they impact learning.
ECE 320 Assessment, Guidance and Discipline of ECE
By examining assessment strategies and tools students will
understand that assessment and guidance must be appropriately
applied from an objective and non-biased perspective.
ASSIGNMENTS & ASSESSMENT
In-class Examination and Analysis of Multiple Assessment
Strategies particularly looking for indicators of objectivity and
non-bias. Application: Case Study
Section 6-43
NO#
4.3
Guideline/Standard
Level of
Proficiency
Knowledge about the
research and theory
regarding early care and
learning environments for all
children (birth through age 8)
that create optimal conditions
which foster exploration and
learning;
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
ECE 266 Early Childhood Growth and Development
The focus of this class is on research theory of child development,
growth and learning and through the study of effective theory and
practice students develop an understanding and perspective that the
purpose of an effective ECE learning environment is supportive and
addresses every child with highest potential and expectations.
ASSIGNMENTS & ASSESSMENT
Journal Reports exploring contemporary learning theory
examining cognitive, social, emotional, & motor learning styles
for the young child.
C
ECE 365 Curriculum and Methods
All aspects of an ECE learning environment are examined focusing on
teaching in a preschool or early elementary program. All basic
curricular areas in preschool and early elementary grades are covered.
Emphasis on learning supported by a variety of age appropriate
methods, strategies, and implementation.
ASSIGNMENTS & ASSESSMENT
25 hours field experience w/Mentor Teacher Assessment
Thematic unit
Lesson plans
Center Assessment
Reading Assessment
Teacher made products
Transition planning
Pattern Book
Micro teaching
Section 6-44
NO#
4.4
Guideline/Standard
Level of
Proficiency
Essential dispositions and
skills to develop positive,
respectful relationships with
children whose cultures and
languages may differ from
their own, as well as with
children who may have
developmental delays,
disabilities, or other learning
challenges;
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
ECE 365 Curriculum and Methods
All aspects of an ECE learning environment are examined focusing on
teaching in a preschool or early elementary program. All basic
curricular areas in preschool and early elementary grades are covered.
Emphasis on learning supported by a variety of age appropriate
methods, strategies, and implementation.
ASSIGNMENTS & ASSESSMENT
25 hours field experience w/Mentor Teacher Assessment
Lesson Plans with accommodations
Micro Teaching to demonstrate awareness of all students’
Individual learning needs
C
ECE /RDG 340 Emergent Literacy
This course will explore the theories and research in emergent literacy
and beginning reading, phonics instruction and spelling. Students will
compare historical perspectives on language acquisition, beginning
reading and writing, and the interrelationship of reading, writing,
listening and speaking. Students will plan and implement appropriate
practices and materials for young learners at various stages of reading
and writing development, using a wide range of children’s literature,
poetry, creative dramatics, and storytelling.
ASSIGNMENTS & ASSESSMENT
Response to 2 Articles on Oral Language Issues for ELL’s
Response to Article on Spelling and Writing for ELL’s
ELL Silent Period Audio Tape and Reflection
Section 6-45
NO#
Guideline/Standard
Level of
Proficiency
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
ECE 368 Young Children with Special Needs
Students will become familiar with the characteristics of young
children birth to eight years displaying special needs (which includes
respectful relationships with children whose cultures and languages
may differ from their own, as well as with children who may have
developmental delays, disabilities, or other learning challenges) and
with techniques for nurturing their development and interacting with
parents. This course will include practice in observation and
interaction, introduction to initial screening procedures and service
provisions, planning and implementation of appropriate activities.
ASSIGNMENTS & ASSESSMENT
Inclusion Setting Observations w/ Quality Classroom
Assessment
ECE 378 Intervention Strategies for Children with
Developmental Delays
During this course the students will study the theories and
implications of formal assessment in early childhood, examine the
procedures for initiating and developing formal reporting assessment
documents such as IEP, IAP, IFSP, and develop the essential
dispositions and skills to develop positive respectful relationships with
children and caregivers when discussing assessment results. An
integral part of the course will include creating and practicing
strategies to remediate diagnosed special needs at the appropriate
age and developmental level, creating an appropriate transition plan
and exploring the role of technology in providing services for students
ASSIGNMENTS & ASSESSMENT
Child Resource Plan (described in syllabus)
Section 6-46
NO#
4.5
Guideline/Standard
Level of
Proficiency
Use of developmentally
effective approaches which
foster language and
communication development
embedded in every aspect of
the learning environment and
curriculum, thereby
promoting appropriate
literacy and cognitive
development as foundations
for continued educational
success;
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
ECE /RDG 340 Emergent Literacy
This course will explore the theories and research in emergent literacy
and beginning reading, phonics instruction and spelling. Students will
compare historical perspectives on language acquisition, beginning
reading and writing, and the interrelationship of reading, writing,
listening and speaking. Students will plan and implement appropriate
practices and materials for young learners at various stages of reading
and writing development, using a wide range of children’s literature,
poetry, creative dramatics, and storytelling.
ASSIGNMENTS & ASSESSMENT
Language Enrichment Lesson Activity: Publishing Project w/child
C
ECE 365 Curriculum and Methods
The basic curricular areas in preschool and early elementary grades
are covered. Emphasis on methods and techniques including art,
play, and the learning environment.
ASSIGNMENTS & ASSESSMENT
Reading Assessment: Taped session of teacher candidate
reading and interacting through the literature with child/
includes analysis of the activity by student and instructor.
EDU 424 Elem/Middle School Reading Problems
This course helps the classroom teacher diagnose and remediate
reading problems in the five areas of reading: phonemic awareness,
phonics, fluency, vocabulary and comprehension. Students will explore
reasons for reading difficulties and remediation strategies for each
area. MLPP K-2 certification is available through the assignments in
this course.
ASSIGNMENTS & ASSESSMENT
Child Case Study: Students explore all aspects of reading
development and assessment with individual children (emergent
and beginning reader) and provide an in-depth analysis of
findings.
Section 6-47
NO#
4.6
Guideline/Standard
Level of
Proficiency
Knowledge and understanding
of the central concepts,
inquiry tools, and structures
of each content area, (i.e.,
literacy, science,
mathematics, social studies,
the arts, world languages,
technology, physical
education and health);
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
ECE /RDG 340 Emergent Literacy
This course will explore the theories and research in emergent literacy
and beginning reading, phonics instruction and spelling. Students will
compare historical perspectives on language acquisition, beginning
reading and writing, and the interrelationship of reading, writing,
listening and speaking. Students will plan and implement appropriate
practices and materials for young learners at various stages of reading
and writing development, using a wide range of children’s literature,
poetry, creative dramatics, and storytelling.
ASSIGNMENTS & ASSESSMENT
Young Child Observation: Interview/Sulzby “Read ME Your Book
Prompt;
C
ECE /PED 361 Motor Development
A study of the stages of motor development with observation and
analysis in laboratory setting; also includes exploration of
developmentally appropriate instructional activities for skill learning in
early childhood and adolescence.
ASSIGNMENTS & ASSESSMENT
Students will participate in PE Labs during which they will
observe ECE settings and investigate various aspects of
teaching motor skills and learning motor development (i.e.
Infant Relex, Motor Milestones, Toddler Motor Behavior…)
ECE 365 Curriculum and Methods
The basic curricular areas in preschool and early elementary grades
are covered. Emphasis on methods and techniques including art,
play, and the learning environment.
ASSIGNMENTS & ASSESSMENT
Content Area Integrated Thematic Unit / Lesson Plans
Section 6-48
NO#
4.7
Guideline/Standard
Level of
Proficiency
Implementation of the central
concepts of core content
areas in a developmentally
appropriate manner drawing
from a continuum of teaching
strategies and multiple
disciplines;
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
ECE /RDG 340 Emergent Literacy
This course will explore the theories and research in emergent literacy
and beginning reading, phonics instruction and spelling. Students will
compare historical perspectives on language acquisition, beginning
reading and writing, and the interrelationship of reading, writing,
listening and speaking. Students will plan and implement appropriate
practices and materials for young learners at various stages of reading
and writing development, using a wide range of children’s literature,
poetry, creative dramatics, and storytelling.
ASSIGNMENTS & ASSESSMENT
Language Enrichment Lesson Activity: Publishing Project w/child
C
ECE /PED 361 Motor Development
A study of the stages of motor development with observation and
analysis in laboratory setting; also includes exploration of
developmentally appropriate instructional activities for skill learning in
early childhood and adolescence.
ASSIGNMENTS & ASSESSMENT
Students will participate in PE Labs during which they will
observe ECE settings and investigate various aspects of
teaching motor skills and learning motor development (i.e.
Infant Relex, Motor Milestones, Toddler Motor Behavior…)
ECE 365 Curriculum and Methods
The basic curricular areas in preschool and early elementary grades
are covered. Emphasis on methods and techniques including art,
play, and the learning environment.
ASSIGNMENTS & ASSESSMENT
Content Area Integrated Thematic Unit / Lesson Plans
Section 6-49
NO#
4.8
Guideline/Standard
Level of
Proficiency
Ability to formulate and use
action plans based on IFSP
and IEP;
C
4.9
Understanding and skill in
setting up and adapting all
aspects of the indoor and
outdoor environment to
promote learning and
development across all
content-areas for all children.
Understanding and skills must
include adaptive and assistive
devises for children with
disabilities;
C
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
ECE 378 Intervention Strategies for Children with
Developmental Delays
During this course the students will study the theories and
implications of formal assessment in early childhood, examine the
procedures for initiating and developing formal reporting assessment
documents such as IEP, IAP, IFSP, and develop the essential
dispositions and skills to develop positive respectful relationships with
children and caregivers when discussing assessment results.
ASSIGNMENTS & ASSESSMENT
Students will become familiar with the necessary paperwork and
documentation (i.e. invitations, IEP/IFSP forms, meeting
minutes, etc.) required for assessing students with suspected
developmental delays or other special needs.
ECE 365 Curriculum and Methods
For teaching in a preschool or early elementary program. The basic
curricular areas in preschool and early elementary grades are covered.
Emphasis on methods and techniques including art, play, and the
learning environment.
ASSIGNMENTS & ASSESSMENT
25 hours field experience
Thematic unit
Lesson plans
Center Assessment
Reading Assessment
Teacher made products
All components of this course require students to
consider children with diverse and special needs to
create and adapt learning environments to address
the needs of special populations
Section 6-50
NO#
Guideline/Standard
Level of
Proficiency
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
ECE 368 Young Children with Special Needs
Students will become familiar with the characteristics of young
children (birth to eight years) displaying special needs and with
techniques for nurturing their development and interacting with
parents. This course will include practice in observation and
interaction, introduction to initial screening procedures and service
provisions, planning and implementation of appropriate activities
ASSIGNMENTS & ASSESSMENT
Reflection Paper based on observations after completing the
quality classroom assessment.
4.10
Utilization of incidental
teaching opportunities by
identifying and taking
advantage of informal
experiences to build children’s
language, concept
development related to core
content-areas, and skills (i.e.,
diapering, meals, clean-up
times, indoor and outdoor
play, dressing, other routines,
and transitions);
Students will create pamphlet about a disability familiarizing
themselves with resources addressing the complexity and
nature of the disability.
ECE 365 Curriculum and Methods
The basic curricular areas in preschool and early elementary grades
are covered. Emphasis on methods and techniques including art,
play, and the learning environment.
ASSIGNMENTS & ASSESSMENT
Students must create transition activities and demonstrate how
these apply to transition times and/or non-instructional
activities.
C
ECE 416 Early Childhood Policies and Standards
This is a capstone course focusing on policies and regulations specific
to early childhood care and educational settings. This course
addresses licensing regulations for all daily activities particularly
addressing non-instructional times (i.e. indoor/outdoor play,
diapering, eating/food service, transition between activities….)
ASSIGNMENTS & ASSESSMENT
3 Journal Article Reviews: How other countries address these
aspects of ECE, Childcare Licensing Rules and Regulations,
Code of Ethical Conduct
Section 6-51
NO#
4.11
Guideline/Standard
Level of
Proficiency
Knowledge and skills to build
meaningful learning
environments and curriculum
by focusing on children’s
characteristics, needs and
interests; linking children’s
language, culture, and
community to early childhood
learning; use of social
interactions during routines
and play experiences;
incorporating technology and
integrative approaches to
content knowledge;
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
ECE /RDG 340 Emergent Literacy
This course will explore the theories and research in emergent literacy
and beginning reading, phonics instruction and spelling. Students will
compare historical perspectives on language acquisition, beginning
reading and writing, and the interrelationship of reading, writing,
listening and speaking. Students will plan and implement appropriate
practices and materials for young learners at various stages of reading
and writing development, using a wide range of children’s literature,
poetry, creative dramatics, and storytelling. This course addresses the
SOE domains of pedagogy, diversity, collaboration with stakeholders,
and content knowledge.
ASSIGNMENTS & ASSESSMENT
Language Enrichment Lesson Activity: Publishing Project w/child
ELL Silent Period Audio Tape and Reflection
Presentation w/Relia and props
C
ECE 360 Assessing Software
Through investigation and interaction with various technologies
students will learn how to use children’s software, promote children’s
inquiry, and connect and integrate a variety of software and
technologies to children’s learning.
ASSIGNMENTS & ASSESSMENT
Identify a variety of children’s software and analyze for usefulness
Create strategies and practices for utilizing technology in the ECE
classroom
Demonstrate ability to create instructional materials that facilitate
teaching and learning process
Through observations identify how children learn with computers
Section 6-52
NO#
4.12
Guideline/Standard
Understanding and
developmentally appropriate
use of content knowledge in
early education environments
which include community
building and classroom
management with intentional
experiences to foster social
competence, child initiated
experiences, and plan
interactions moving toward
child’s self-regulation and
respect of peers, and pro
social skills;
Level of
Proficiency
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
ECE 365 Curriculum and Methods
For teaching in a preschool or early elementary program. The basic
curricular areas in preschool and early elementary grades are covered.
Emphasis on methods and techniques including art, play, and the
learning environment.
ASSIGNMENTS & ASSESSMENT
Create a daily schedule
Learning Center Evaluation
Integrated Thematic Unit
ECE 320 Assessment, Guidance and Discipline of ECE
This course will focus on effective guidance of young children, ages 2
½ through 8 years, as individuals and within group settings. This
course provides an in-depth look at theories and best practice that will
guide instructors, as they begin assisting the child in constructing
rules and values from the inside out. It is believed that through these
experiences the practitioner will guide the child in behavior that is
acceptable and appropriate.
ASSIGNMENTS & ASSESSMENT
Behavioral Analysis Paper/Assignment
Interview with Teacher re: Case study for Child Behavior
C
ECE 365 Curriculum and Methods
For teaching in a preschool or early elementary program. The
basic curricular areas in preschool and early elementary grades
are covered. Emphasis on methods and techniques including
art, play, and the learning environment.
ASSIGNMENTS & ASSESSMENT
Micro Teaching
Finger Plays / ECE Songs
25 hours field experience w/ intentional experiences and
observations too enhance students’ understanding and
awareness of how children learn and interact with one another
Section 6-53
NO#
4.13
Guideline/Standard
Level of
Proficiency
Knowledge of Michigan’s
curriculum standards and
age/grade level expectations
and the appropriate
implementation of those
standards in the early
childhood classroom, using
and appropriately modifying a
variety of instructional
methods, and materials; and
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
ECE 365 Curriculum and Methods
For teaching in a preschool or early elementary program. The basic
curricular areas in preschool and early elementary grades are covered.
Emphasis on methods and techniques including art, play, and the
learning environment.
ASSIGNMENTS & ASSESSMENT
Integrated Thematic Unit / Lesson Plans
Must include and integrate the Michigan ECE Standards
(NAEYC/Head Start Standards) & Michigan Curriculum
Framework
C
ECE /RDG 340 Emergent Literacy
This course will explore the theories and research in emergent literacy
and beginning reading, phonics instruction and spelling. Students will
compare historical perspectives on language acquisition, beginning
reading and writing, and the interrelationship of reading, writing,
listening and speaking. Students will plan and implement appropriate
practices and materials for young learners at various stages of reading
and writing development, using a wide range of children’s literature,
poetry, creative dramatics, and storytelling. This course addresses the
SOE domains of pedagogy, diversity, collaboration with stakeholders,
and content knowledge.
ASSIGNMENTS & ASSESSMENT
Presentation w/Relia and props
Language Enrichment Lesson Activity: Publishing Project w/child
EDU 424 Elem/Middle School Reading Problems
This course helps the classroom teacher diagnose and remediate
reading problems in the five areas of reading: phonemic awareness,
phonics, fluency, vocabulary and comprehension. Students will explore
reasons for reading difficulties and remediation strategies for each
area. MLPP K-2 certification is available through the assignments in
this course.
ASSIGNMENTS & ASSESSMENT
Case Study Analysis Paper (MLPP, QRI) : MI Reading Standards
2, 14 & 19)
Section 6-54
NO#
4.14
Guideline/Standard
Level of
Proficiency
Knowledge of disabilities,
including, etiology,
characteristics, and
classification of common
disabilities in young children
and implications for
development and learning in
the early years.
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
ECE 368 Young Children with Special Needs
Students will become familiar with the characteristics of young
children (birth to eight years) displaying special needs and with
techniques for nurturing their development and interacting with
parents. This course will include practice in observation and
interaction, introduction to initial screening procedures and service
provisions, planning and implementation of appropriate activities
ASSIGNMENTS & ASSESSMENT
Quality Classroom Assessment
Inclusion Setting Observations
Journal Reports
Disability Pamphlet
Children’s Literature Book Review and Extension Activity
C
ECE 378 Intervention Strategies for Children with
Developmental Delays
During this course the students will study the theories and
implications of formal assessment in early childhood, examine the
procedures for initiating and developing formal reporting assessment
documents such as IEP, IAP, IFSP, and develop the essential
dispositions and skills to develop positive respectful relationships with
children and caregivers when discussing assessment results. An
integral part of the course will include creating and practicing
strategies to remediate diagnosed special needs at the appropriate
age and developmental level, creating an appropriate transition plan
and exploring the role of technology in providing services for students
ASSIGNMENTS & ASSESSMENT
Child Resource Plan
IFSP Development
Child-Focus Instructional and Behavioral Strategies Notebook
Section 6-55
NO#
5.0
Guideline/Standard
Level of
Proficiency
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
Becoming A Professional
Candidates identify and
conduct themselves as
members of the early
childhood profession. They
know and use ethical
guidelines and other
professional standards related
to practices in early childhood
education. They are
continuous, collaborative
learners who demonstrate
knowledgeable, reflective,
and critical perspectives on
their work, making informed
decisions that integrate
knowledge from a variety of
sources. They are informed
advocates for sound
educational practices and
policies.
The preparation program
provides candidates with a
variety of opportunities to
demonstrate:
Section 6-56
NO#
5.1
Guideline/Standard
Level of
Proficiency
An awareness of the value of
life long professional
development, participation in
collaborative communities,
and reflective informed
practice;
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
ECE 365 Curriculum and Methods
The emphasis of this course is teaching and learning strategies BUT
strongly supported in the 25 hours participatory field experience. A
vital part of the field experience is the collaborative participation in the
real world, i.e. students’ involvement with families, teachers, ancillary
professionals and staff.
ASSIGNMENTS & ASSESSMENT
A significant part of the assessment for this course is the
students’ reflective journal in which they document their
learning from the experiences and making connections between
what they are doing in the class how they will develop as a
professional and how this learning will enhance their personal
professional practice.
B
ECE 416 Early Childhood Policies and Standards
The focus of EDU 416 is on students’ development as an Early
Childhood professional (teaching and/or administration) and advocate.
This course is designed to inform and research what it takes to be an
excellent professional ECE educator/administrator…i.e. “What is a
professional?” Students are guided into the understanding that ECE
is a lifelong endeavor guided by the Code of Ethical Standards and
their ongoing teaching/learning practice.
ASSIGNMENTS & ASSESSMENT
 Parent involvement portfolio
 Intense review and reflection on the “Early Childhood Code
of Ethical Conduct”
 Refinement of their personal Philosophy of ECE
 Journal Article Analysis of BEST PRACTICE in ECE from a
GLOBAL PERSPECTIVE
Section 6-57
NO#
Guideline/Standard
Level of
Proficiency
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
ECE 430 Seminar Teaching Early Childhood
ECE 450 Directed Teaching Early Childhood
Real world application in a mentored experience with weekly reflective
discussions exploring awareness and understanding of what is entailed
in developing their professional essence as an ECE
teacher/administrator.
5.2
Knowledge and application of
legal and ethical guidelines
and professional standards
related to children and
families;
B
ECE 416 Early Childhood Policies and Standards
This is a capstone course focusing on policies and regulations specific
to early childhood care and educational settings. The course covers
effective guidance of young children, birth through age 8, as
individuals and within group settings; government regulations for
early childhood programs and personnel; and preparation of a
professional portfolio focused on pedagogical and ethical standards
for certification of early childhood professionals. To be taken the
semester immediately preceding the professional student
teaching semester.
ASSIGNMENTS & ASSESSMENT
 Parent involvement portfolio
 Intense review and reflection on the “Early Childhood Code
of Ethical Conduct”
 Refinement of their personal Philosophy of ECE
 Quiz on the MI Childcare Standards
Section 6-58
NO#
5.3
Guideline/Standard
Level of
Proficiency
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
B
ECE 360 Assessing Media/technology Hardware & Software
Students will identify and analyze the usefulness of various
technologies and how they affect young children. Through
investigation and interaction with various technologies students will
learn how to use children’s software, promote children’s inquiry, and
connect and integrate a variety of software and technologies to
children’s learning. An emphasis in this course will be on adaptive
technologies and how media and technology can be used to provide
effective instruction and guidance to children with special or diverse
needs i.e. special education, ELL, SES, etc.
ASSIGNMENTS & ASSESSMENT
 Conduct Research various aspects of adaptive technology
and make a presentation. Students will evaluate all
presentations.
 Students will interview the ECE coordinator at their local ISD
Knowledge and utilization of
integrated cross content and
interdisciplinary personnel
and resources for children
who exhibit typical and
atypical development and
challenging behaviors;
ECE 365 Young Children with Special Needs
During this course the students will study the theories and
implications of formal assessment in early childhood, examine the
procedures for initiating and developing formal reporting assessment
documents such as IEP, IAP, IFSP, and develop the essential
dispositions and skills to develop positive respectful relationships with
children and caregivers when discussing assessment results. An
integral part of the course will include creating and practicing
strategies to remediate diagnosed special needs at the appropriate
age and developmental level, creating an appropriate transition plan
and exploring the role of technology in providing services for students.
ASSIGNMENTS & ASSESSMENT
 Create a Child Resource Plan
Section 6-59
NO#
5.4
Guideline/Standard
An understanding of early
childhood education as a
professional field, and
identification and involvement
of oneself with professional
organizations;
Level of
Proficiency
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
B
ECE 430 Seminar Teaching Early Childhood
A significant part of this seminar is that students will research the
various professional organization and provide an overview identify the
significance of belonging and participating and how this will enhance
their professional practice.
ASSIGNMENTS & ASSESSMENT
 Online Analysis of 5 professional organizations, students
present their findings and evaluation based on the following:
Ease of access, comprehensive coverage of resources to
and for teacher, cost.
Section 6-60
NO#
5.5
Guideline/Standard
Level of
Proficiency
Knowledge and utilization of
information about early
childhood and other
professional groups,
resources, and literature, and
recognizing the benefits of
cross-disciplinary
collaboration;
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
ECE 265 Early Childhood Social Foundations
Provides comprehensive coverage of the complex socialization process
and its effect on the development of children based on interactions
with families, community, and culture. During the course a class
period is devoted to a variety of childhood community resources and
support systems.
ASSIGNMENTS & ASSESSMENT
 In class activity matching social scenarios to appropriate
community resources to develop an understanding of how
needs can be met through community resources.
B
ECE 416 Early Childhood Policies and Standards
This is a capstone course focusing on policies and regulations specific
to early childhood care and educational settings. An additional focus
in on professional organizations both educational and community
based organization that will be resources for providing needed
assistance and services to their students.
ASSIGNMENTS & ASSESSMENT
 Participation in a MI AEYC Conference (w/reflection)
 Review of potential community service organizations
ECE 430 Seminar Teaching Early Childhood
A significant part of this seminar is that students will research the
various professional organization and provide an overview identify the
significance of belonging and participating and how this will enhance
their professional practice.
ASSIGNMENTS & ASSESSMENT
 Online Analysis of 5 professional organizations, students
present their findings and evaluation based on the following:
Ease of access, comprehensive coverage of resources to
and for teacher, cost.
Section 6-61
NO#
5.6
Guideline/Standard
Level of
Proficiency
Knowledge of public policy
issues, processes, and impact
on the education of young
children;
B
5.7
Knowledge and skills for
informed advocacy for
children, families, and early
childhood education
profession;
B
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
ECE 416 Early Childhood Policies and Standards
This is a capstone course focusing on policies and regulations specific
to early childhood care and educational settings. The course covers
effective guidance of young children, birth through age 8, as
individuals and within group settings; government regulations for
early childhood programs and personnel; and preparation of a
professional portfolio focused on pedagogical and ethical standards
for certification of early childhood professionals. To be taken the
semester immediately preceding the professional student
teaching semester.
ASSIGNMENTS & ASSESSMENT
 Intense review and reflection on the “Early Childhood Code
of Ethical Conduct”
 Refinement of their personal Philosophy of ECE
 Quiz on the MI Childcare Standards
ECE 416 Early Childhood Policies and Standards
The focus of EDU 416 is on students’ development as an Early
Childhood professional (teaching and/or administration) and advocate.
This course is designed to inform and research what it takes to be an
excellent professional ECE educator/administrator…i.e. “What is a
professional?” Students are guided into the understanding that ECE
is a lifelong endeavor guided by the Code of Ethical Standards and
their ongoing teaching/learning practice.
ASSIGNMENTS & ASSESSMENT
 Parent involvement portfolio
 Intense review and reflection on the “Early Childhood Code
of Ethical Conduct”
 Refinement of their personal Philosophy of ECE
Section 6-62
NO#
5.8
Guideline/Standard
Level of
Proficiency
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
B
ECE 430 Seminar Teaching Early Childhood
ECE 450 Directed Teaching Early Childhood
Real world application in a mentored experience with weekly reflective
discussions exploring awareness and understanding of what is entailed
in developing their professional essence as an ECE
teacher/administrator.
ASSIGNMENTS & ASSESSMENT
 Final Reflective Analysis paper…students write a
comprehensive analysis paper to identify and describe their
learning throughout the ECE teacher program linked to the
components/indicators in the EFFECTIVE TEACHING MODEL
that guides all coursework in the School of Education
Teaching Preparation program(s).
Self-reflective practices
integrating knowledgeable,
reflective, and critical
perspectives on early
education;
Section 6-63
NO#
5.9
Guideline/Standard
Level of
Proficiency
Knowledge and skills to
participate as a team member
to identify dynamics of team
roles, interaction,
communication, team
building, problem solving, and
conflict resolution; and
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
EDU 140 – ECE 430 Seminar Teaching Early Childhood
B
ASSIGNMENTS & ASSESSMENT
 In the initial course in the teacher preparation program (EDU
140) teacher candidates begin to explore the concepts of
team, interaction, interactive communication and the
professional skills needed to become an effective teacher.
The PROFESSIONAL SKILLS LAB is the culminating
experience during which the students participate in an
assessment of those skills designed as a GROUP INTERVIEW
during which they participate (with mentor raters observing)
in group dynamics activities and discussions. RESULTS IN
RECOMMENDATION TO INDUCTION INTO THE TEACHER
PREPARATION PROGRAM.
 Every subsequent course is designed to provide
additional experiences, AND SELF REFLECTION to enhance
and INTERNALIZE these skills based on the content, ageappropriateness, and dispositions specifically related to
course/program needs and design.
 Final Reflective Analysis paper…students write a
comprehensive analysis paper to identify and describe their
learning throughout the ECE teacher preparation program
linked to the components/indicators in the EFFECTIVE
TEACHING MODEL that guides all coursework in the School
of Education Teaching Preparation program(s). RESULTS IN
RECOMMENDATION FOR GRADUATION AND TO MDE FOR
CERTIFICATION.
ECE 450 Directed Teaching Early Childhood
Real world application in a mentored experience with weekly reflective
discussions exploring awareness and understanding of what is entailed
in developing their professional essence as an ECE
teacher/administrator.
ASSIGNMENTS & ASSESSMENT
 The entire student teaching process…..Assessed based on
the expectations as defined in the Effective Teaching Model
and conducted on an on-going basis by the student (selfSection 6-64
eval/reflection), the mentor teacher, and the university
supervisor. mid-term and final evaluations are documented
NO#
5.10
Guideline/Standard
Understanding and the
application of various models
of consultation in diverse
settings.
Level of
Proficiency
B
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
Students research, study, practice the design and apply and
implement the following models of consultation RTI, IFSP, IEP, IAP,
Family Consultation Models….at various levels of application in the
following courses:
ECE 265, ECE 368, ECE 378, ECE 320, EDU 424, ECE 450.
ASSIGNMENTS & ASSESSMENT
 CONSULT COURSE SYLLABI
Section 6-65
NO#
6.0
Guideline/Standard
Level of
Proficiency
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
*Field Experiences
The preparation program
provides candidates with a
variety of opportunities to
participate in early and
ongoing structured and
supervised field experiences
in inclusive infant toddler
(birth to 2 years), preschool,
and early elementary
programs. Inclusive
programs may include but are
not limited to, children with
differing socioeconomic
status, disabilities or
developmental delays, English
language learners, limited
language learners, and
children with special abilities.
Additional endorsement
candidates must provide
documentation regarding the
completion of supervised and
structured field experiences
as determined by the teacher
preparation institution.
The preparation program
provides candidates with a
variety of opportunities to
participate in:
Section 6-66
NO#
6.1
Guideline/Standard
Level of
Proficiency
A substantial number of hours
of early field experience,
before student teaching for
initial certification candidates.
Field experiences include
observation and participation
in programs serving children
at infant/toddler, preschool,
and early and upper
elementary levels in
connection with coursework;
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
ALL Teacher Preparation Candidates begin the preparation experience
in EDU 140, the first EDU course required for ALL students. During
this course, the students must have an observation and reflection
experience in each educational level (ECE, ELEM, Mid.Sch, H.S.).
Throughout the program, they are required to observe in specific
courses with specifically designated assignment relative to the content
(i.e. Diversity, L.A./Reading, Math, Social Studies, Science, 20 hours
in the level or content area designated as Major or minor including
ECE, etc.). The minimum number of in class field
observation/experience hours is 120 PRIOR to the additional
experience required in the ECE courses.
In the ECE major / minor, students are required to participate in field
experiences particularly designed to address specific content area
needs as defined in the course content. The following courses require
a minimum of field or observation/participatory experiences in
appropriate early learning environments:
*
ECE 266 … 20 hours (6 infant/toddler)
ECE 320….10 hours
ECE 361…. 8 hours
ECE 365….25 hours (Birth – PK)
ECE 368…10 hours
ECE 378….5 hours
ECE 416….6 hours (infant/toddler)
ECE 430 & ECE 450: STUDENT TEACHING 8 Weeks in ECE
infant/toddler and PK environments (320 hours)
ASSIGNMENTS & ASSESSMENT
Assignments are specifically designed to meet the requirements
and expectations for each individual course. Assessments are
determined and based on the objectives in each course as
defined by the content/subject area emphasized.
Section 6-67
NO#
6.2
Guideline/Standard
Level of
Proficiency
Student teaching experiences
which occur in at least two of
the three areas (i.e.
infant/toddler, preschool and
early elementary through
grade 3) under the direction
of a qualified cooperating
teacher;
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
Candidates who have selected Early Childhood Education as their
major or minor spend a minimum of ten weeks in a kindergarten –
third grade elementary classroom setting. During this mentored
experience candidates demonstrate their ability to create
developmentally appropriate lessons that are interesting and
challenging that align to state standards for elementary teachers/
content area GLEC’S. Likewise, they further develop their skills in
areas such as classroom management, literacy awareness,
assessment, instructional strategies, and technology. The mentoring
process helps them recognize the importance collaboration and
fostering the social emotional and relationship-building aspect that is
so important to young children during this time period. During this
emphasis on the “elementary/ECE” portion of the mentored teaching
experience the students apply what they have learned in their teacher
preparation in all content areas by designing knowledge and skills in
all
*
The second required component of the mentored teaching experience
is an eight-week placement in either an infant-toddler environment or
a pre-kindergarten environment. During this phase, the candidates
apply the knowledge and skills learned during the ECE preparation
program to the specific age/development population. This mentored
experience emphasizes teaching subject matter to young children in
age appropriate methods, i.e. modeling, center-based learning,
socialization, introduction to community with particular emphasis on
family and relationships. Combining these two mentored experiences
provides our novice teachers with a broad but thorough foundation
that prepares them to move into the profession as well-prepared
beginning ECE teachers. Embedded in our program are course that
prepare the candidates to assume a role as teacher-leader and/ or
center-director in an environment other than public/private K-12
programs. All mentored field experiences are expected to be
under the direction of a certified and highly qualified mentor
combined with supervision and support from the assigned
university instructor/supervisor.
Section 6-68
NO#
Guideline/Standard
Level of
Proficiency
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
ASSIGNMENTS & ASSESSMENT
Student teachers are assigned by the Placement Director with
intense pre-service instruction and guidance. All placements are
strategically designed to insure a good match between student and
mentor and supervisor.
Assessment is by mid-term and final evaluations between student,
mentor and supervisor.
Section 6-69
NO#
6.3
Guideline/Standard
Level of
Proficiency
Experiences that include
involvement, partnering, and
communicating with families
including participation in
parent/guardian conferences;
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
In the ECE major / minor, students are required to participate in field
experiences particularly designed to address specific content area
needs as defined in the course content and syllabi and to meet ECE
standards. The following courses require a minimum of field or
observation/participatory experiences in appropriate early learning
environments:
ECE 266 … 20 hours (6 infant/toddler)
ECE 320….10 hours
ECE 361…. 8 hours
ECE 365….25 hours (Birth – PK)
ECE 368…10 hours
ECE 378….5 hours
ECE 416….6 hours (infant/toddler)
*
ECE 430 & ECE 450: STUDENT TEACHING 8 Weeks in ECE
infant/toddler and PK environments (320 hours)
All of these experiences include interaction with parents and families
as defined by the course design and requirements which includes
students with special needs as well as students who are diverse i.e.
language, culture, SES (for example in ECE 378: Participation in IEP
& IFSP meetings; ECE 450: Participation Parent-Teacher Conferences,
Open House, Meetings with parents re: behavioral
support/intervention; ECE 368: observation in IEP & IFSP meetings;
ECE 266: Family Interviews and Observation/Questionnaires; ECE
320: Assessment Case Study involving family interaction)
ASSIGNMENTS & ASSESSMENT
Assignments are specifically designed to meet the requirements
and expectations for each individual course. Assessments are
determined and based on the objectives in each course as
defined by the content/subject area emphasized.
Section 6-70
NO#
6.4
Guideline/Standard
Level of
Proficiency
Experiences where students
must demonstrate knowledge
and understanding of positive
working partnerships with
other adults in the
educational setting; and
*
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
The ECE teacher preparation program is designed so that in every
course the concept of collaboration is embedded in every course
experience. The expectation is that the students leave with a solid
understanding that being in the teaching profession at EVERY level but
particularly in an ECE setting requires them to be collegial,
cooperative and that the level of involvement of all stakeholders
expects them to reach outside the classroom to families, community,
the greater educational population.
For example:
Knowledge of community resources: Community Food Banks, Faithbased Assistance programs, Child care Respite Centers.
Meeting the needs of special needs students: Disability Connections,
Department of Human Services, Counseling Agencies, Community
Service Clubs/Organizations.
Students learn throughout their coursework (as specifically designed)
who, what, where, and when to call upon alternative personnel,
resources to meet the needs of every student in their classroom.
ASSIGNMENTS & ASSESSMENT
Assignments are specifically designed to meet the requirements
and expectations for each individual course. Assessments are
determined and based on the objectives in each course as
defined by the content/subject area emphasized.
Section 6-71
NO#
6.5
Guideline/Standard
Level of
Proficiency
Field experiences where
students develop the
knowledge, understanding,
and competence in planning
for and guiding the work with
other adults in the classroom
setting, i.e. paraprofessionals
and classroom volunteers.
*
Narrative Explaining how Required Courses and/or
Experiences Fulfill the Guidelines for Endorsement
ECE 416 In this class emphasis is placed on the overall and broad
picture of Early Childhood Education from the role of the professional
educator and administrator. Students learn the significance of a
variety of ECE roles, i.e. teacher, director, para-professional,
volunteer, parent, etc. and what each contributes to the well-doing of
the total environment. Special emphasis is placed on the value of
collaboration with stakeholders.
ECE 365 In this class students learn the value of collaboration with
other professionals and being in the classroom, part of the
instructional responsibility is to observe and reflect on how teachers
work in partnership with non-certified personnel and ancillary
professionals to design and manage a effective ECE program.
ECE 368 & ECE 378 The emphasis in these courses is on interaction
and collaboration with personnel who specialize in meeting the needs
of special needs population.
ECE 430 During the student teaching / professional semester,
students are expected to collaborate and are assessed on their ability
to interact and solicit assistance from any and all personnel/volunteers
who have expertise and knowledge in specific / specialized areas of
the educational process.
ASSIGNMENTS & ASSESSMENT
Student teachers are assigned by the Placement Director with
intense pre-service instruction and guidance. All placements are
strategically designed to insure a good match between student and
mentor and supervisor.
Assessment is by mid-term and final evaluations between student ,
mentor and supervisor.
* These standards do not have levels of proficiency. Institutions either meet, or do not meet, these standards.
Section 6-72